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LIBRARY OF CONGRESS. 
ShaLf J&32 

UNITED STATES OF AMERICA. 



HAND-BOOK 



FOR 



HORSEWOMEN 



H. L. De BUSSIGNY, 

FORMERLY LIEUTENANT OF CAVALRY AND INSTRUCTOR OF RIDING 
IN THE FRENCH ARMY. 



NEW YORK : 
APPLETON AND COMPANY, 
I, 3, AND 5 BOND STREET. 
I884. 



.J}<\% 



Copyright, 1884, 
By D. APPLETON AND COMPANY. 



P REFAC E. 



For many years two styles of riding have 
prevailed in Western Europe — the English and 
the continental or school system. The two are 
usually supposed to be somewhat antagonistic, 
so much so that the followers of each are not 
unapt to regard the other with feelings of 
more or less dislike, not to say contempt ; the 
one side being sneered at as pedants, the other 
despised as barbarians. To the unprejudiced 
both seem somewhat unreasonable. 

The English method, originating in the 
national taste for field sports, has developed a 
race of horsemen worthy of that noblest of 
animals, the thorough-bred horse. The chief 
essential for the race-course and the hunting- 
field, however, being high speed on lines that 
are practically straight, the tendency of Eng- 
lishmen is to leave their horses very much 
alone, provided they can gallop and jump and 
are sufficiently under control not to run away, 



4 * PREFACE. 

the rider usually keeping a pretty even press- 
ure on the bit and making comparatively little 
attempt to regulate the animal's action by the 
use of his own legs. 

The school, on the other hand, is the nursery 
of cavalry ; and, for the army, speed is not so 
much needed as uniformity of movement and 
general handiness in rapid and complicated 
evolutions. Hence the great military riders 
of the continent have aimed at bringing the 
horse under complete control, and to this end 
they have applied themselves to the problem 
of mastering his hind legs, which are the pro- 
pelling power, and therefore the seat of resist- 
ance. And it is precisely this subjection that 
horses dislike and try to evade with the ut- 
most persistence. To accomplish the result, 
the rider is taught so to use his own legs and 
spurs as to bring the animal's hind legs under 
him, and thus carry him forward, instead of 
letting him go forward in his own way, as the 
English do. By balancing the effect of leg and 
spur upon the hind quarters, against the effect 
of hand and bit upon the mouth, the horse is 
brought into a position of equilibrium between 
the two, either at rest or in motion; he is then 
in complete subjection, and can be moved in 
any direction at his master's will. This is the 



PREFACE. 5 

basis of the whole manege system, and it is 
thus that horses are made to passage, to piaffer, 
or even to trot backward. 

The objection to the method is that, as equi- 
librium is gained, initiative is diminished, and 
this, together with the pedantry of the old-fash- 
ioned professors of the haute e'cole, served to 
bring the whole theory into disrepute. 

Looked at impartially, nevertheless, it must 
be admitted that each system is well adapted 
to accomplish its own peculiar objects, and 
thus it seems at least reasonable to suppose 
that ordinary people may be the better for 
learning something from both. 

Amateurs, and especially ladies, do not ex- 
pect to confine themselves to the silk jacket or 
even to the hunting-field, any more than they 
propose to give haute e'cole exhibitions in the 
circus. What the majority of men and women 
need for the park, the road, or even for hunt- 
ing, is well-bitted, well-gaited animals, with 
light mouths, broken to canter on either leg, 
and easily gathered for a jump. 

But such horses when bought are not to be 
ridden off-hand. To begin with, the finer the 
training the more likely the beast is to turn 
restive if the rider leans on the reins. A seat 
independent of rein and stirrup is therefore 



6 PREFACE. 

the first requisite. Secondly, supposing the 
seat satisfactory, no one can know, by the light 
of nature, how to stop a highly-broken horse, 
to say nothing of making it change its leg or 
gather for a jump. A certain amount of the 
art of management must therefore be learned to 
make an accomplished rider. 

Now, beginners can get a seat in one of two 
ways. As children in the country they may be 
brought up on horseback, as they often are in 
the Southern States and in England, in which 
case the difficulty will quickly settle itself ; and 
this is doubtless best if practicable. But sup- 
posing it to be impossible, a pupil may be well 
taught by exercises in the school, just as officers 
are taught at West Point or at Saumur. One 
thing alone is certain: seat can never be ac- 
quired by desultory riding or by riding exclu- 
sively on the roads or in parks. 

Next, as to management. Without doubt 
the English dash and energy — in a word, 
rough-riding — is the first essential for any 
one who hopes to be either safe or happy on 
a horse. It is the foundation, without which 
nothing can avail. It means seat, confidence, 
and decision. Yet there is something more 
that may be learned without at all impair- 
ing these qualities. To handle the horse rap- 



PREFACE. j 

idly and neatly, a control more or less com- 
plete must be established over his hind legs. 
In no other fashion can the thing be done. 
To attain this, it is not necessary or even de- 
sirable to go into all the niceties of the haute 
hole. Horsemen want to arrive at certain 
practical results for their own safety and com- 
fort, and tha problem to be solved is, how to 
accomplish them by rational and gentle means. 

Ladies certainly do not care to passage in 
the streets, but they do want to know how to 
stop their horses cleverly when they take 
fright, to turn their corners neatly at the trot 
without danger of a fall, and to avoid instantly 
any obstacle they may unexpectedly meet. It 
is also well to understand something of the 
simpler methods of regulating gaits. All 
these things may be learned best by studying 
the rudiments of the school system, and it is 
with rudiments only that this treatise pretends 
to deal. 

During the last twenty -five years many 
hand-books on equitation have been written for 
men, but few for women. This is the more 
remarkable as a woman's seat is such that she 
can not produce the same effects or use the 
same means as a man. Instruction for him is 
therefore largely useless for her. Men astride 



8 PREFACE. 

of a horse hold him between their legs and 
hands in a grip from which he can not escape, 
and can direct and force him with all the reso- 
lution and energy they possess. Women, sit- 
ting on the left side, must supply the place of 
the right leg as well as they can. They are, of 
course, obliged to resort to various expedi- 
ents, all more or less artificial and unsatis- 
factory certainly, but still the best they can 
command. Yet it is for these very reasons far 
more important for women than for men to 
understand the art of management, since they 
must rely entirely on tact, skill, and knowledge, 
not only to overcome the difficulties of the 
cramped and unnatural seat imposed on them 
by fashion, but to supply their lack of physical 
strength. Still, there is no reason for discour- 
agement, for that these obstacles can be sur- 
mounted by intelligence and patience, and that 
women can learn to ride on something like 
an equality with the best men, the number 
of undoubtedly fine horsewomen sufficiently 
proves. 



CONTENTS. 



PAGE 

Introduction n 

CHAPTER I. 

Mounting — Dismounting — The position on horseback — 

Manner of holding the reins . .... 22 

CHAPTER II. 

Exercises of pupils in private lessons — Words of command 
— Walking — Turning to the right or left — Voltes and 
reversed Voltes — Trotting 38 

CHAPTER III. 

Classes— Successive and individual movements — The gal- 
lop — Leaping — Suggestions for riding on the road . 51 

CHAPTER IV. 
Resistances of the horse 66 



INTRODUCTION. 

It has been held by some professors of the art 
of horsemanship that it is impossible for a lady to 
ride with as much ease and as much control of her 
horse as a man, on account of the disadvantages of 
her high saddle and the absence of the right leg as 
a controlling agent ; but the result of my experience 
has shown me that this is a mistaken opinion. Under 
the systems according to which riding was formerly 
taught, however, the judgment was a just one, because 
the object to be attained was the maintenance of the 
horse in what may be called a state of momentary 
equilibrium, or equilibrium of the second degree, by 
means of a double bit, curb and snaffle, aided by re- 
peated slight pressure of the spurs. Under the more 
modern system the double bit is often replaced by a 
simple snaffle with one direct rein and one passing 
through a running martingale. The results obtained 
are more scientific and delicate, and the horse may 
be kept in a state of sustained equilibrium, or equi- 
librium of the first degree, in which condition he is 
entirely under the control of the lady who knows 
how to make a judicious use of her whip in place of 
the absent spur. 



12 HAND-BOOK FOR HORSEWOMEN. 

There are two very different ways of riding ; the 
more usual, because the easier, consists in letting the 
horse go forward at a walk, a trot, or a gallop, the 
rider contenting herself with guiding him, and stay- 
ing on his back ; while, in the other, the will as well 
as the action of the animal is controlled, and he is 
carried forward in obedient and intelligent sym- 
pathy with his rider. This requires study, tact, 
and discretion ; but the result well repays the labor, 
and, until it is reached, no lady, however well she 
may look on horseback, can be reckoned a horse- 
woman. 

I can not too strongly recommend to parents the 
greatest care in the choice of a teacher for their chil- 
dren, as in later years it always takes more time and 
trouble to correct bad habits than it would have 
done to acquire good ones in the beginning. As a 
general rule, riding-teachers are promoted grooms, or 
men of that class, who may be able to show boys 
how to become good rough-riders, but who are quite 
incompetent to teach a young lady the scientific 
principles by which alone she can obtain a thorough 
mastery of her horse. 

And here I hope that my readers will allow me 
to offer them, with the deepest respect, a few sug- 
gestions in regard to dress, as years of teaching have 
shown me that much of a lady's power on horseback 
depends upon her feeling at ease in the saddle, and 
consequently free to give her attention to her teacher 
and her horse. 



IN TROD UCTION. 1 3 

For full dress, such as park-riding, no hat is so 
distinguished as a plain high silk one ; but in the rid- 
ing-house, or in the country, the low Derby shape, or 
a soft felt, is now generally worn. If the shape is 
stiff, it should be carefully fitted to the head, for 
greater security and to avoid the risk of headache, 
and in any case an elastic should hold it firmly in 
place. Little girls usually wear their hair flowing 
on their shoulders, which saves trouble ; but older 
riders should braid it closely to the back of the head 
below the hat, and pin it very securely, as the motion 
of the horse is apt to shake it loose, and a teacher 
can scarcely expect much attention from a pupil 
whose hat vacillates on her head at every step, or 
who is obliged to stop her horse in order to replace 
rebellious hair-pins. 

It may be laid down as a rule that ornaments of 
every kind, and even flowers, charming as they are 
at other times when worn by a lady, are out of place 
now that horsewomen have deigned to copy in their 
dress the simplicity of the sterner sex. Rings are 
especially to be avoided, as they are apt to cause the 
fingers to swell, and thus hinder a firm grasp of the 
reins. 

The best gloves are of thin, flexible dog-skin, 
and they should be a size larger than those usually 
worn, to allow the hand and wrist as much freedom 
as possible. 

If a lady does not object to sacrificing appear- 
ances, she will find great benefit from riding some- 



14 HAND-BOOK FOR HORSEWOMEN. 

times without gloves. A horse's mouth is often a 
very delicate instrument, and the vibrations which 
it gives to the reins are felt much more readily by 
the bare hand. 

Tailors almost always try to make a habit very 
tight fitting, especially at the waist ; but a lady's po- 
sition on horseback is at best an artificial one, and 
unless she is at ease in her habit she will never look 
at home on her horse. The constraint caused by a 
tight collar or arm-hole soon becomes intolerable, 
and the chances are that a tight waist will give the 
rider a pain in her side if her horse leaves a walk. 

Whether trousers or breeches are worn, they 
should fit closely, and no seams should be allowed 
where they will come between the wearer and the 
saddle, for a seam, or even a fold, is apt in a short 
time to mean a blister. Trousers should be kept in 
place by straps of cloth about two inches wide, which 
pass under the feet. Gaiters are warm and comfort- 
able for winter ; but care must be taken to have very 
flat buttons on the outside of the right leg, as that 
presses against the flaps of the saddle ; and, for the 
same reason, when breeches and boots are worn, 
the buttons which fasten the former above the ankle 
should be on the inside of the right leg. It is bet- 
ter to wear laced boots instead of buttoned, with 
trousers, because the Victoria stirrup, which is now 
generally used, is liable to press against the buttons 
and catch them in a way that is uncomfortable, and 
may be on occasion even dangerous. 



INTRODUCTION. 



5 



Woven merino under-clothing will be found more 
comfortable than linen, as that is apt to get into folds 
and wrinkles, and ladies may also find it convenient 
to have their collars and cuffs attached to a sort 
of shirt, as that will remove the necessity for pins 
and elastics, which are always likely to get out of 
place. 

Although her single spur is at times a most valu- 
able adjunct to a lady, it should never be worn by 
beginners, nor until its use has been thoroughly 
taught in the course of study. 

It is with regret that I see the riding-whip be- 
coming superseded by the handle of the English 
hunting-crop, as this is neither rational nor practical, 
being too short and light to replace the right leg 
advantageously or to give efficient punishment if it 
is needed. A good whip, flexible, without being 
limp, rather long than short, not too heavy, but well 
balanced, is best, especially in the riding-school. 

I would strongly recommend to parents that, 
when a daughter begins to ride, it should be on her 
own saddle, made on her measure, or at least amply 
large for her, as riding on a short saddle leads to a 
cramped and ungraceful seat. The correct size 
should allow the space of three fingers between the 
end of the saddle and the base of the spine, when 
the right knee is round the second pommel. Some 
teachers recommend that the saddles of young pu- 
pils should be covered with buckskin, and this is 
often very useful ; but when a firm and well-bal- 



i6 HAND-BOOK FOR HORSEWOMEN. 

anced seat is once acquired, there is nothing like 
pig-skin. 

The third pommel, or leaping-horn, is an impor- 
tant and now almost invariable addition to a lady's 
saddle, and should be so placed that it does not 
press, nor even touch, the left leg, while it is not 
needed, and yet so that its aid may be obtained at 
any time by slightly drawing up the left leg. It 
should stand out enough from the saddle to cover 
the top of the thigh, and be slightly curved but 
not too much. I have seen this pommel made so 
long and so sharply curved that the left leg was fairly 
inclosed, and this may be dangerous. As it is mov- 
able, a pupil need not be allowed to become depend- 
ent on it ; nor should it be too tightly screwed into 
place, as, during a long ride or lesson, it is some- 
times a relief for a lady to be able to turn it slightly. 
The slipper stirrup is often used for children and 
beginners, and has the advantage of being warm in 
winter, but the disadvantage that a habit of pushing 
the foot too far home is easily acquired, and not so 
easily got rid of when the Victoria, or, better still, a 
plain, open stirrup, is used later. 

The material and workmanship of a saddle 
should be of the best quality, and the less stitching 
and ornamentation the better. Style on horseback 
depends on simplicity. 

Girths seem to hold better if crossed — that is to 
say, if the girth which is buckled to the forward 
strap on the right side of the saddle is fastened to 



INTRODUCTION. 17 

the second strap on the left ; and the saddle should 
be so firm in its place that a lady may hang for a 
moment by her hands from the first pommel on the 
right side, or the second on the left, without causing 
it to shift its position. The stirrup-leather should 
pass under the horse outside the girths, and be 
connected with another strap on the right side of 
the saddle, in order to counterbalance the pressure 
on the stirrup. I may as well say here that a lady's 
saddle is well placed when there is a space, of the 
breadth of four fingers, between the right side and 
the upper end of the shoulder. 

I am accustomed to use for my pupils a simple 
snafile with double reins and martingale, as by 
this means beginners do less harm to the mouth ; 
and my own experience, as well as that of many 
others who have given it a thorough trial, is that this 
bit is preferable to any other for the riding-school, 
the road, or perhaps even for hunting, both on ac- 
count of the simplicity of its effects upon the horse 
and of its mildness, so much greater than that of 
the curb, which often irritates and exasperates a 
spirited animal. No horses are more ready to bolt 
than the thorough-breds on the race-track, yet jock- 
eys never ride with anything but a snaffle. They 
allow their horses to gain a pressure on the bit, and, 
as the jockey pulls, the horse quickens his pace. If 
you do not permit your horse to bear on the bit, you 
will gain by its simple means all those " effects of 
opposition " of which I shall speak later, and which 
2 



18 HAND-BOOK FOR HORSEWOMEN. 

are difficult to master, especially for beginners. I 
am aware that this opinion is contrary to that usu- 
ally held both here and in Europe, as it certainly is 
to the teaching of Mr. Baucher. Yet, as it is the 
final result of many years of experience, I venture 
to submit it to the public, although I can hardly 
hope that it will win general assent. It may be 
necessary to add that success with the snaffle pre- 
supposes a fine seat and some experience, as tact and 
skill must replace the loss of leverage. I consider 
the " Baucher " snaffle the best, as the bars on either 
side prevent it from slipping into the horse's mouth 
under a strong lateral pressure. 

Almost all riding-teachers have been educated 
in the army, where the reins must be held in the 
left hand, to leave the right free for the saber, and 
they continue to teach as they were taught, with- 
out considering that in civil life the right hand is 
practically unoccupied. When the horse is moving 
in a straight line, it is easy to gather the reins into 
one hand ; but when the rider wishes to turn him to 
the right or left, or make him give to the bit, two 
hands are just twice as good as one, and I can see 
no reason for always riding with the reins in one 
hand. 

I have been often asked at what age a little girl 
should begin to ride, and I should suggest eight 
years as a reasonable time. If a child begins thus 
early, it is as well that she should take her first half- 
dozen lessons in her jacket and trousers, as the cor- 



INTRODUCTION. ig 

rect position of the legs is of great importance, and 
it is, of course, much more difficult for a teacher to 
judge of this through a skirt. 

Riding lessons are best begun in the autumn, as 
winter is apt to be cold for beginners, who are not 
able to keep themselves warm by trotting, and in 
summer flies often make the horses nervous, which 
may disturb young or timid pupils. 

The duration of the first lesson should be from 
twenty-five to forty-five minutes. The older the 
pupil is the shorter the lesson ought to be, although 
this rule is not without exceptions. 

The usual proportion is : From 8 to 12 years, 45 
minutes ; from 12 to 20 years, 30 minutes ; after 20 
years, 25 minutes. 

After the first five or six lessons they may be 
gradually lengthened, day by day, until an hour is 
reached, and one hour in the riding-school under in- 
struction, if the pupil holds herself in the correct 
position, is sufficient. When the lesson is over, the 
pupil should rest for a short time before changing 
her dress, and walk about a little in order to re- 
establish a free circulation of the blood. It is al- 
ways wise for a lady to walk her horse for at least 
ten minutes before she dismounts, both for his sake 
and her own. 

The morning after her first lesson the pupil will 
feel tired and stiff all over, especially in the shoul- 
ders, legs, and arms. The second day the stiffness 
will be worse, and on the third it will be at its height, 



2o HAND-BOOK FOR HORSEWOMEN. 

after which it will gradually wear away — that is to 
say, if she continues to ride every day ; but if she 
stops between her lessons the stiffness will come 
back after each one. 

If a child has any organic weakness, the teacher 
should, of course, be told of it, in order that he may 
allow intervals for rest during the lesson ; and it is 
probably needless to add that a child should not be 
allowed to ride during digestion. Here I should like 
to say a few words to the pupils themselves. 

Never hesitate to ask your teacher to repeat any- 
thing you are not certain you understand. Teachers 
often take too much for granted, and in riding all 
depends on mastering the rudiments. 

Have confidence in your teacher, and do not be 
disappointed if your progress is not perfectly regular. 
There are days in which you may seem able to do 
nothing right, and this is discouraging, and may 
last for several days at a time ; but, on looking 
back at the end of a week, or, better still, a month, 
you will see how much ground you have gained. 

Remember that upon your teacher rests a grave 
responsibility. Other instructors are only brought 
into contact with one will, and that one harmless ; 
while the riding-master has to deal with two : that of 
the pupil, which is dangerous from inexperience, 
and that of the horse, which is dangerous from his 
strength, consequently he is often obliged to speak 
with energy in order to keep the attention of the 
horses as well as their riders. To ride well on 



INTRODUCTION. 2 \ 

horseback is to place yourself, or cause yourself to 
be placed, upon a saddle ; to remain there at ease 
in a position which has been calculated and regu- 
lated by certain rules, and to make your horse go 
when, where, and as you will. You cannot learn to 
do this if you are impatient of correction or sensi- 
tive to criticism, even though sometimes severe. 



CHAPTER I. 

Mounting — Dismounting — The position on horseback — Man- 
ner of holding the reins. 

MOUNTING. 

The custom which prevails in many riding-schools 
of allowing pupils to mount from steps or platforms 
seems to me not only unscientific, but irrational, un- 
less, indeed, the pupil is too small, too old, or too 
stout to be mounted in any other way ; unscientific, 
because there is a correct and prescribed method of 
mounting from the ground, and irrational, because, if 
a lady dismounts away from the riding-school, and 
has not been taught this method, she will be obliged 
to go to the nearest house in search of a chair or 
bench, or at least must find a fallen tree-trunk or a 
big stone before she can mount again. 

The pupil should advance to the left side of her 
horse, which is supposed to be standing quietly with 
a groom at his head, to whom she will hand her whip, 
taking care not to flourish it in such a manner as to 
startle the animal. She should then turn and face 
in the same direction as the horse, let her skirt fall, 
and put her right hand on the second pommel of 



MOUNTING. 23 

her saddle, her left hand on the right shoulder of 
her assistant, who is stooping in front of her, and her 
left foot, the knee being bent, into his left hand. 
She should then count three aloud : at one, she 
should prepare to spring, by assuring herself that she 
is standing squarely on her right foot ; at two, she 
should bend her right knee, keeping the body straight ; 
and at three, she should spring strongly from her 
right leg, straightening also her left as she rises, and 
steadying herself by a slight pressure on the shoulder 
of her assistant, who rises as she springs. She must 
be careful not to push his hand away with her left 
foot, as this weakens his power to help her, and as 
she rises she should turn her body slightly to the 
left, so that she will find herself, if she has calculated 
her spring rightly, sitting on the saddle sideways, 
facing to the left. She will then shift her right hand 
from the second to the first pommel, turn her body 
from left to right, lift her right leg over the second 
pommel, and put her left foot into the stirrup. 
Afterward she will arrange her skirt smoothly under 
her with her left hand. 

Two elastic straps are usually sewn on the inside 
of a riding-skirt to prevent it from wrinkling. The 
right foot is intended to be slipped into the upper 
one, the left into the lower, and, if possible, the 
pupil should do this just before she mounts, as it 
will save her and her assistant time and trouble after 
she is in the saddle. As soon as she can mount 
with ease, she should also learn to hold her whip in 



24 HAND-BOOK FOR HORSEWOMEN. 

the right hand, which rests on the second pommel. 
These are trifling details, but they help to render a 
lady self-reliant, and it may happen to her at some 
time to ride a horse who will not stand patiently 
while straps are being arranged and a whip passed 
from hand to hand. 

I offer here a few suggestions for the use of any 
gentleman who may wish to assist a lady to mount. 
He should stand facing her at the left side of the 
horse, his right foot slightly in front of his left. He 
should then stoop and offer his left hand for her 
foot. Unless the lady is an experienced rider, he 
should place his right hand lightly under her left 
arm to steady her as she rises. He should count 
aloud with her, one, two, three, and at three he 
should straighten himself, giving a strong support 
for her left foot. 

There are two other ways of helping a lady to 
mount : the first consists in offering both hands, 
with the fingers interlaced, as a support for her foot ; 
and in the second he appears to kneel, almost touch- 
ing the ground with his left knee, and holding his 
right leg forward with the knee bent, in order that 
she may step on it and mount as if from a platform. 
Both these ways seem to me to be dangerous, as, in 
case the horse moves his hind-quarters suddenly to 
the right, as the lady rises, which is not uncommon, 
she will be suspended in space, with nothing to 
steady her but her hand on the pommel, and may 
fall under the horse's feet. 



DISMO UN TING. 2 5 

If a lady wears a spur she should always tell her 
assistant, who will then be careful that her left heel 
does not touch the animal's side. I have often been 
asked if it is possible for a lady to mount alone ; 
and it is certainly possible, although not very con- 
venient. She may either avail herself of a fallen 
tree, a stump, a fence, or any slight elevation, which 
is, of course, as if she were to mount from a plat- 
form in the school ; or she may let down her stirrup 
as far as she can by means of the strap on the right 
side of the saddle, take firm hold of the second 
pommel with her left hand and the back of the sad- 
dle with her right, put her left foot into the stirrup, 
and give a quick spring with her right leg, which, if 
she is active, will land her in the saddle, after which 
she can shorten her stirrup-leather. A lady will 
probably never in her life be called upon to mount 
alone in a flat country, but she can never have too 
many resources, and it is easy to make the attempt 
some time when riding alone in the school. 

DISMOUNTING. 

The horse having come to a full stop, the pupil 
may let the reins fall on his neck if he is very docile, 
slip her left foot out of the stirrup and both feet 
out of their elastic straps, pass her right leg over the 
second pommel, and sit sideways on her saddle for 
an instant ; then give her left hand to her assistant, 
who stands at the side of the horse, and let herself 
slip to the ground. If she should be very stout, or 



26 HAND-BOOK FOR HORSEWOMEN. 

if her feet are cold, or she is tired, it will be easier 
for her to drop both reins and to place her hands on 
the shoulders of her assistant, who can steady her 
arms with his hands. 

A lady may, of course, dismount without help by 
keeping her right hand on the second pommel and 
slipping down ; but she must be careful not to jerk 
her horse's mouth with the reins, which she should 
hold in her right hand. 

I strongly recommend teachers and parents to 
insist that these exercises of mounting and dismount- 
ing be practiced frequently, as their usefulness is 
great. 

THE POSITION ON HORSEBACK. 

It has often surprised me to see the indifference 
of parents to the manner in which children carry 
themselves and manage their bodies and limbs, 
whether standing, walking, or sitting. 

Although they have sometimes more than enough 
of science, literature, and music, their physical cult- 
ure has been neglected, so that they are not conscious 
of the bad habits into which they have fallen, and 
which become deeply rooted and almost second na- 
ture. At last the riding-master is called upon to ren- 
der graceful the bodies which have been allowed for 
years to acquire ungraceful tricks. If a lady wishes 
to ride really well, and to look well on her horse, she 
must be supple and straight, without stiffness, as 
rigidity precludes all idea of ease and elegance, to 



THE POSITION ON HORSEBACK. 27 

say nothing of the fact that no horse looks at his ease 
under a stiff rider. 

During the first lessons a pupil is apt to have a 
certain unconscious fear, which causes a contraction 
of the muscles ; and it is in order to overcome this 
fear, and consequent rigidity, that the following gym- 
nastic exercise is recommended : 

The pupil should be mounted on a very quiet 
horse and led into the middle of the school, where 
the teacher, standing on the left side, takes in his 
left hand her right foot, and draws it very gently, 
and without any jerk, back toward the left leg ; the 
pupil should then place her left hand in his right, 
and her right hand on the first pommel, and, thus 
supported, lean back until her body touches the 
back of the horse, straightening herself afterward 
with as little aid from the teacher as possible, and 
chiefly by the pressure of the right knee on the sec- 
ond pommel. This movement should be repeated, 
the pupil leaning not only straight back, but to the 
left and the right, the teacher holding the right foot 
in place and making the pupil understand that it is 
to the fixity of contact between her right knee and 
the pommel that she must look for the firmness and 
consequent safety of her seat on horseback. When 
the pupil has acquired some ease in this exercise, 
the teacher will allow her to practice it without his 
hold on her right foot, and will afterward withdraw 
the support of his right hand, until finally she be- 
comes able to execute the movements while the 



28 HAND-BOOK FOR HORSEWOMEN. 

teacher leads the horse at a walk in a circle to the 
left, his right hand being always ready to replace her 
foot in position if she should extend it forward. 

This exercise will indicate at once to the teacher 
any muscular rigidity on the part of the pupil, which 
he can therefore correct by the following move- 
ments : Stiffness of the neck may be removed by 
flexions to the right, to the left, back and to the 
right, back and to the left, straight forward, and 
straight back, always gently and without any abrupt- 
ness. For stiffness in the spine, the pupil should 
lean far forward and then backward, bending easily 
at the waist and keeping the shoulders well down 
and back. If the shoulders are stiff, the pupil should 
keep her elbows close to her body, the fore-arm be- 
ing curved, and the wrists on a level with the elbow ; 
then let her move her shoulders as far forward, back- 
ward, up, and down as she can, first separately, then 
together, and at last in different directions at the 
same time. Very often rigidity in the shoulder comes 
from stiffness in the arm, when the following flexion 
will be found useful : The arm should be allowed 
to fall easily by the side, and afterward lifted until 
the wrist is on a level with the elbow, the fingers 
being shut. The elbow should then be moved out 
from the sides and raised until it is on a level with the 
shoulder, with the fore-arm horizontal ; after which 
the wrist should be raised in the air, keeping the 
elbow bent at a right angle, and the fingers in front, 
the arm being afterward stretched to its full length 



THE POSITION ON HORSEBACK. 2 g 

perpendicularly, and finally returned to its place by 
the side, after going through the same motions in 
reversed order. This exercise should be done first 
with one arm, then the other, then with both to- 
gether ; it is somewhat complicated, but no force 
of habit can resist its good effect. 

Another simpler flexion consists in first raising 
and then lowering the arm, stretching it out in front 
and behind, and at last turning it round and round, 
the shoulder acting as a pivot. It is impossible to 
see whether a pupil has too much stiffness in the 
knees, but she can ascertain for herself by stretch- 
ing out both her feet in front and then bending 
them as far back as they will go, and she may also 
correct the same fault in her ankles by turning her 
feet from left to right, from right to left, and up and 
down, without moving the leg. 

All this gymnastic practice must be done slowly, 
quietly, and patiently, however tiresome it may seem, 
as the result in the future will be of the greatest im- 
portance, and it must also be done intelligently, for 
the object is not to learn a certain number of move- 
ments, but to gain flexibility and ease throughout 
the body. 

Parents can help a teacher considerably by mak- 
ing children go through these flexions at home ; 
and it seems scarcely necessary to add that the 
greatest care and discretion must be used in order 
not to fatigue pupils, especially young girls. 

When the teacher is satisfied that his pupil has 



3<d HAND-BOOK FOR HORSEWOMEN. 

overcome all nervousness and stiffness, so that she 
feels at home in the saddle, he should explain to her 
the details of the position during motion, and should 
insist that she correct her faults without help from 
him, in order that she may learn the quicker to take 
the initiative and be responsible for herself. 

Experience has shown me that it is easier for a 
pupil to keep her shoulders on the same line, and sit 
square, if she holds a rein in either hand ; therefore 
I recommend this method. And I have also found 
that to learn by heart the following rules produces 
excellent results, especially in cases where ladies 
really wish to study, and to improve any bad habits 
into which they may have fallen : 

The head straight, easy, turning upon the 
shoulders in every direction, without involving 
the body in its movement. 

If the head, being at the end of the spinal col- 
umn, is stiff, this stiffness will be communicated to 
all the upper part of the body ; if it can not turn 
freely without making the shoulders turn also, the 
stability of the seat will be impaired each time that 
the head moves. 

The eyes fixed straight to the front, look- 
ing between the horse's ears, and always in 
the direction in which he is going. 

If the eyes are dropped, the head will tend to 
droop forward, and little by little a habit of stooping 
will be acquired, which will destroy the balance and 
steadiness of the seat ; while, if the rider does not 



THE POSITION ON HORSEBACK. 31 

look out ahead, she may not be able to communicate 
with her horse in time to avoid accidents — as he is 
not supposed to know where he is going, and the 
responsibility of guiding him rests with her. 

The upper part of the body easy, flexible, 
and straight. 

If the upper part of the body is not easy, its stiff- 
ness will extend to other parts which should be free 
to give to the motion of the horse, and thus avoid 
any shock ; if it is not straight, the effect is lost of 
the perpendicular line upon the horizontal one of the 
horse's back, which corrects the displacement of equi- 
librium when the animal is in motion. 

The lower part of the body firm, without 
stiffness. 

If it were not firm, the spine would bend for- 
ward or back from the perpendicular, and derange 
the center of gravity, with dangerous results in case 
the horse made a sudden bound ; but there must be 
no stiffness, as that detracts from the ease and sup- 
pleness indispensable to a good seat. 

The shoulders well back, and on the same 
line. 

Well back, in order to give the lungs full space 
to breathe, and to prevent stooping. The most 
common fault among ladies who ride is, that the 
right shoulder is held farther forward than the left, 
which is not only ungraceful, but bad for the horse, 
as the rider's weight does not come evenly on his 
back. 



3 2 HAND-BOOK FOR HORSEWOMEN. 

The arms falling naturally, the elbows 
being held close to the body without stiff- 
ness. 

If the arms are held as if tied to the body, or if 
the elbows are stuck out, the wrists and hands can 
not guide the horse with ease. 

The fore-arm bent. 

Forming with the upper arm a right angle, of 
which the elbow is the apex, in order to give the 
wrist an intermediate position, whether the hand is 
held high or low. 

The wrists on a level with the elbows. 

Because, if the wrists are held too low, the rider 
will get into the habit of resting her hands on her 
right knee, and will consequently neglect to occupy 
herself with her horse's mouth. 

Six inches apart 

In order to give the rider a fixed intermediary 
position between the movements of the hands for- 
ward, to the left, or to the right, by which she gov- 
erns her horse : if the wrists are held farther apart, 
the elbows will appear pinioned to the sides ; if near- 
er together, the elbows, on the contrary, will stick 
out in an angle. 

The reins held in each hand. 

I attach great importance to this disposition of 
the reins, as it gives a novice confidence, makes it 
easier for her to sit square in the saddle, and easier 
also to manage her horse. 

The fingers firmly closed, facing each other, 



THE POSITION ON HORSEBACK. 33 

with the thumbs extended on the ends of the 
reins. 

The fingers should face each other, because, if 
they are turned up or down, the elbows will get out 
of position ; and the reins must be held firmly and 
kept from slipping by the thumb, as the horse will 
be quick to take advantage if he feels the reins 
lengthen whenever he moves his head. 

The right foot falling naturally on the panel 
of the saddle, the point forward and somewhat 
down, and the right side of the leg held closely 
to the saddle. 

As the firmness of the seat depends greatly upon 
a close hold of the pommel by the muscles of the 
right knee, it is important that they should have as 
free play as possible ; and, if the foot is turned out- 
ward, not only is the effect ungraceful, but the mus- 
cles soon become fatigued and the whole position 
constrained, even that of the right shoulder, which 
will be held too far forward. 

The left foot in the stirrup, without leaning 
on it. 

If a lady leans her weight on the stirrup, her natural 
tendency will be to sit over too much to the left, which 
may cause the saddle to turn, and is very hard on the 
horse's back ; besides, as she is out of equilibrium, any 
sudden movement will shake her loose in her seat. 

The point of the foot turned slightly to the 
right, and the heel held lower than the rest of 
the foot. 



34 HAND-BOOK FOR HORSEWOMEN. 

If the point is turned somewhat in, the whole leg 
will rest more easily and closely against the saddle ; 
and, if the heel is lower than the ball of the foot, ad- 
ditional contact of the leg will be gained, which is 
important in managing a horse, and, when a spur is 
worn, it will not be so apt to touch him at a wrong 
time. 

The part of the right leg between the knee 
and the hip-joint should be turned on its outer 
or right side, and should press throughout its 
length on the saddle ; while, on the contrary, 
the inside of the left leg should be in perma- 
nent contact with the saddle. The knees 
should, in their respective positions, be con- 
tinually in contact, without any exception. 
The lower or movable part of the leg plays 
upon the immovable at the knee-joint, the sole 
exception being when the rider rises to the 
trot, at which time the upper part of the leg 
leaves the saddle. 

This position on horseback may be called aca- 
demic, or classical ; and, from the beginning, a lady 
should endeavor to obtain it, without, of course, be- 
coming discouraged if, for some time, she fails to 
attain perfection. 

I have met with excellent results by allowing my 
pupils to leave this correct position, and then re- 
sume it again, at first standing still, then at other 
gaits progressively. " Progression " in horseman- 
ship means the execution of a movement at a trot 



THE POSITION ON HORSEBACK. 



35 



or gallop after it has been learned and practiced at 
a walk. In this way pupils soon become conscious 
both of the right and the wrong seats, and the differ- 
ence between them, and it is consequently easy to 
correct any detail in which they may find themselves 
defective. I have done this in accordance with a 
principle in which I firmly believe, i. e., that the 
best teacher is he who soonest makes his pupil un- 
derstand what is expected of her, and how to ac- 
complish it. The former is theoretical, the latter 
practical horsemanship, and there is a great differ- 
ence between them. 

If the teacher finds it hard to make a pupil un- 
derstand the foregoing position, he may help her in 
the following manner : He should take her right 
foot, as indicated in the flexions, and, going as far 
back as he can, place his right elbow on the horse's 
croup, with his fore-arm perpendicular, and his fin- 
gers open and bent backward. He will then request 
the pupil to lean back until she feels the support of 
the teacher's hand between her shoulders, and to 
allow her head and shoulders to go back of their own 
weight, when it will be easy for him, by pressure of 
his hand, to straighten the body until it is in the cor- 
rect position. Some teachers adopt the Hungarian 
method of passing a round stick through the arms 
and behind the back; but this is only practicable 
when a horse is standing still, or at a walk, and 
even then great care should be used, as the rider 
is quite helpless. It has also the disadvantage of 



3 6 HAND-BOOK FOR HORSEWOMEN. 

making tall and slender persons hollow their backs 
unduly. 

Pupils should be warned to avoid, as much as 
may be, clasping the pommel too tightly with the 
right knee, as a constant strain will fatigue them 
and take away the reserve force which they may 
need at a given moment ; indeed, a rider should be 
taught from the first to economize his strength as 
much as possible. 

As soon as the pupil can sit her horse correctly, 
at a walk, holding the reins in both hands, she should 
practice holding them in the left hand only, in case 
she should wish to use her right hand during the 
lesson. 

The English method of holding the reins of a 
double bridle is, to bring all four up straight through 
the fingers ; for instance, the curb-reins, being out- 
side, go outside the little finger and between the 
first and second fingers, while those of the snaffle 
come between the fourth and middle and the middle 
and first fingers. 

In France and in this country the reins are crossed, 
the curb being below, outside the little finger, and be- 
tween the third and middle fingers, while the snaffle 
comes between the fourth and middle and the sec- 
ond and first fingers. 

The latter method seems to me preferable, as it 
is easier to separate the reins, and also to regulate 
the amount of tension required on one pair or the 
other. In either position, the hand is held in front 



THE POSITION ON HORSEBACK. 



37 



of the body, with the palm and shut fingers toward 
it, and the reins are held firmly in place by the press- 
ure of the thumb. 

The teacher should explain that, as the curb is a 
much more severe bit than the snaffle, its effects must 
be used with delicacy, and he should give his pupils 
plenty of practice in taking up, separating, and re- 
uniting the reins, in order that they may learn to 
handle them quickly and with precision at any gait. 



CHAPTER II. 

Exercises of pupils in private lessons — Words of command — 
Walking — Turning to the right or left — Voltes and re- 
versed voltes — Trotting. 

Although private lessons can not begin to take 
the place of exercises in class, it is advisable that the 
pupil should have some lessons by herself first, in or- 
der that she may learn to manage her horse to some 
extent at the walk, trot, and canter. 

Words of command in the riding-school are of 
two kinds; the first being preparatory, to enable 
the pupil to think over quickly the means to be em- 
ployed in order to obey the second or final order. 
Example : " Prepare to go forward " — preparatory. 
" Go forward " — final order, given in a loud voice, 
with emphasis on each word or syllable. Between 
the two orders, the teacher should at first explain to 
the pupil what is wanted, and the means of obtain- 
ing it, and later should require her to repeat it her- 
self, so that she may learn it by heart. The teacher 
commands the pupil, the pupil demands obedience 
from the horse, and the horse executes the move- 
ment ; but this triple process needs time, all the more 



WORDS OF COMMAND. 39 

because a novice is likely to hesitate, even if she 
makes no mistake. By giving the pupil time to 
think, she will gain the habit of making progressive 
demands on her horse, through means which she has 
calculated, and she will thus gradually become a true 
horsewoman, able to make her horse know what she 
wants him to do ; for, in almost every case, obsti- 
nacy or resistance on the part of the horse comes 
from the want of due progression between the de- 
mand made of him and its execution. 

When the teacher is satisfied that the pupil is in 
a regular and easy position, before allowing her to 
go forward, he will give her the directions necessary 
to stop her horse, and will make sure that his ex- 
planation has been understood. To stop : The horse 
being at the walk, to stop him, the pupil should place 
her leg and whip in contact with his sides, lift her 
hands and bring them close to the body, and lean 
her body back, drawing herself up. When the horse 
has come to a stand-still, she should resume the nor- 
mal position. To go forward : The whip and leg 
should be placed in contact, the hands moved for- 
ward, and the body inclined also forward. 

When the pupil has a clear idea of these move- 
ments, the teacher will give the orders : 

i. Prepare to go forward. — 2. Forward. 

And, after some steps have been taken, 

1. Prepare to stop. — 2. Stop. 

While making his pupils advance at a walk, the 



4° 



HAND-BOOK FOR HORSEWOMEN-, 



teacher will explain succinctly the mechanism of 
locomotion. 

The horse at rest is said to be square on his base 
when his four legs are perpendicular between two 
parallels, one being the horizontal line of the ground, 
the other the corresponding line of his back. If his 
hind legs are outside of this square, he is said to be 
" campe," or planted, because he can neither move 
forward nor back unless he changes this position. 
If his fore legs are outside this line, he is " campe* " 
in front, as, for instance, when kicking; if, on the 
contrary, his fore legs -are inside his base, he is said 
to be " under himself " in front ; and it is a bad sign 
when a horse takes this position habitually, as it 
shows fatigue or weakness in those limbs. 

The horse goes forward, backward, trots or gal- 
lops, by a contraction of the muscles of the hind 
quarters, the duty of the fore legs being to support 
his weight and get out of the way of the hind ones ; 
and the whole art of riding consists in a knowledge of 
the means which give the rider control of these mus- 
cular contractions of the hind quarters. The appli- 
cation of the left leg and of the whip on the sides of 
the horse serve to make him go forward, backward, 
to the right or left, and the reins serve to guide and 
support him, and also to indicate the movement re- 
quired by the whip and leg. 
i. Prepare to turn to the right — 2. Turn to the right. 

To turn her horse to the right, the pupil should 
draw her right hand back and to the right, incline 



WALKING. 



41 



her body also to the right, turning her head in the 
same direction, and use her whip lightly, without 
stopping the pressure of her left leg. When her 
horse has turned far enough, she will cease pressure 
on the right side, and carry her horse straight for- 
ward. 

In the beginning, regularity of movement is not 
so important as that the pupil should understand the 
means by which she executes it ; that is to say, that 
she disturbs the equilibrium of her horse by carrying 
the weight of her body to the right ; and, while her 
hand and whip combine on that side, the left leg 
prevents him from stopping or straggling over the 
ground. 

Riders in a school are said to be on the right 
hand when the right side of the body is toward the 
middle of the ring; and this is the easier way for 
inexperienced pupils, because they are less shaken 
when their horses move to the right, as they sit on 
the left side of their saddles. 

It follows, naturally, that to be on the left hand is 
to have the left side toward the middle ; and, when 
riding on the right hand, all movements are executed 
to the right, and vice versd. 

The teacher must watch carefully that pupils do 
not allow their horses to turn the corners of their 
own accord, as a regular movement to the right 
should be executed by the pupil at each corner when 
riding on the right hand, and to the left when going 
the other way. 



42 



HAND-BOOK FOR HORSEWOMEN. 



If left to guide himself around a school, the horse 
will describe a sort of oval, rounding the corners, in- 
stead of going into them, and thus much valuable 
practice is lost to the rider. 

The pupil being at a walk, and on the right hand, 
the teacher will give the word of command : 

i. Prepare to trot. — 2. Trot. 

To make her horse trot, she must advance her 
wrists, lean the body forward, and use the leg and 
whip, resuming the normal position as soon as her 
horse obeys her. 

In order not to fatigue the pupil, the teacher will 
only allow her to trot a short distance, and will re- 
mind her to keep her right foot well back and close 
to the saddle, and to sit close without stiffness. He 
will also take care that she passes from the walk to 
the trot gradually, by making her horse walk faster 
and faster until he breaks into a slow trot. 

Each time that a pupil changes from a slow to a 
faster gait, she should accelerate the former as much 
as possible, and begin the latter slowly, increasing 
the speed gradually up to the desired point ; and the 
same rule holds good, reversing the process, if she 
wishes to change from a fast to a slower gait. 

As the pupil gains confidence, and feels at home 
in the trot, the teacher will let her practice it at 
shorter intervals, and for a longer time, taking care, 
however, that she does not attempt to rise to it ; 
if she loses the correct position, she must come 



THE VOLTE. 



43 



to a walk, and, having corrected her fault, resume 
the trot. 

In the intervals of rest, in order not to lose time, 
the pupil should repeat at a walk the movements 
which she has learned already, the teacher becom- 
ing gradually more exacting in regard to the correct- 
ness of the positions and effects, adding also the 
three following movements, which are more compli- 
cated, and which complete the series, dealing with 
changes of direction. 

The volte is a circular movement, executed by 
the horse upon a curved line, not less than twelve 
of his steps in length. The pupil being at a walk, 
and on the right hand of the school, the teacher will 
say: 

i. Prepare to volte. — 2. Volte, 

explaining that the pupil should direct her horse to 
the right, exactly as if she merely meant to turn him 
in that direction, continuing, however, the same po- 
sition, and using the same effects, until the twelve 
paces have been taken, which will bring her to the 
point of beginning, when she will resume the normal 
position, and go forward on the same hand. 

The half-volte, as its name implies, comprises the 
first part of the movement, the pupil coming back to 
her place by a diagonal line. 

1. Prepare to half -volte. — 2. Half -volte. 

The pupil uses the same effects as in the volte, 
but, when she has described half the circle, she re- 



44 



HAND-BOOK FOR HORSEWOMEN. 



turns to her starting-point by a diagonal, using the 
same effects, but with much less force, since, to re- 
gain her place by the diagonal, she will only have one 
fourth of a turn to the right to make ; then, at the 
end of the diagonal, she must change her effects 
completely, in order to execute three fourths of a 
turn to the left, which will bring her back to her 
track, but on the left hand. 

i. Prepare for the reversed half -volte. — 2. Reversed 
half-volte. 

To make her horse execute a reversed half-volte, 
the pupil uses the same means and effects as in the 
preceding movement, exactly reversing them at the 
end ; that is to say, when on the diagonal, about six 
paces from her track, she makes a half-circle to the 
left, following the rules prescribed for the volte. 

The teacher must be careful to explain that, in 
the voltes, the pupil does not change the direction in 
which she is going, because she describes a circle ; 
but in the half-volte, if she is on the right hand at 
the beginning, she will be on the left at the end. He 
must also see that her horse executes all these move- 
ments at a steady pace; and, if she will practice 
faithfully these different changes of direction, with 
the positions and effects which govern them, she will, 
in time, acquire the habit of guiding her horse 
promptly and skillfully in any direction. 

To go backward. — The pupil, being at a stand- 
still, the teacher will give the word of command : 



BACKING. 



45 



i. Prepare to back. — 2. Back. 

Expla7iation. — To make her horse go backward, 
the pupil should draw herself up and lean back very- 
far, using her leg and whip together, in order to 
bring the horse's legs well under him, and at the 
same time raise both wrists and bring them near the 
body. As soon as the horse has taken his first step 
backward, the pupil should stop the action of her 
leg, whip, and hands, only to resume them almost 
immediately to determine the second step ; to stop 
backing, she will stop all effects, and resume the nor- 
mal positions. 

After a few steps, the teacher should say : 

1. Prepare to stop backing. — 2. Stop backing. 

The movement is only correct when the horse 
backs in a straight line, and step by step. If he 
quickens his movement, he must be at once carried 
vigorously forward with the leg and whip. 

When the pupil begins to have a firm seat at the 
trot, the teacher will gradually let her pass the cor- 
ners at that gait, and, at his discretion, will also let 
her execute some of the movements to the right and 
left. To do this, she will use precisely the same 
means as at the walk, the only difference being that, 
as the gait is quicker, the changes of equilibrium are 
greater for both horse and rider, and the effects 
should be lighter and more quickly employed and 
stopped. 

I have given most of the movements to the right, 



46 HAND-BOOK FOR HORSEWOMEN. 

to avoid useless repetition, but they should be fre- 
quently reversed ; and care must always be taken to 
avoid over-fatigue. 

When the teacher is fully satisfied that his pupil 
has advanced far enough to profit by it, he may be- 
gin to teach her to rise at the trot ; but he must not 
be in too great a hurry to reach this point, and he 
must make her understand that to rise is the result 
of a good seat, and that a good seat does not result 
from rising. 

For the last fifteen years I have looked in vain, in 
all the treatises on riding, for the reason of that rising 
to the action of the horse known as the " English 
trot," and yet I have seen it practiced among races 
ignorant of equestrian science, who ride from child- 
hood as a means of getting from one place to another. 
The Arabs, Cossacks, Turks, Mexicans, and Apaches, 
all employ it, in a fashion more or less precise and 
rhythmical, rising whether their stirrups are short or 
long, and even if they have none. It is certain that 
this way of neutralizing the reaction spares and helps 
the horse ; and it was calculated, at the meeting of 
the "Equestrian Committee" at Paris, in 1872, that 
each time a rider rises he relieves the horse's back 
of one third of the weight which must rest on it per- 
manently if he sits fast; and since that time rising 
at the trot has been practiced in all the cavalry of 
Europe. 

After the siege of Paris, in 187 1, 1 was obliged to 
undertake the training of the horses of my regiment, 



THE ENGLISH TROT. 



47 



which was then stationed at Massy. These horses 
were all young and unbroken ; and, as a result of 
their youth and the fatigues they had undergone, 
they were in poor condition, and nearly all had sore 
backs. I directed all the teachers who were under 
me, and the men who rode the horses during their 
training, to rise at the trot ; and, three months later, 
the young horses were in perfect health, while their 
riders, who had been exhausted by a severe cam- 
paign, had gained on an average seven pounds in 
weight ; and it was this experiment which was sub- 
mitted by me to the " Equestrian Committee." 

I was tempted to make this digression, which I 
hope will be forgiven me, because I have heard in 
this country a great deal of adverse and, in my opin- 
ion, unjust criticism of the English trot, which I 
ascribe to the neglect of teachers, and the indiffer- 
ence of ladies brought up in the old school of riding 
to prefer horses which cantered all the time, or were 
broken to artificial gaits, like racking and pacing. 

The rider who wishes to rise to the trot should 
be careful that the stirrup is not so short as to keep 
her left leg in constant contact with the third pom- 
mel, or leaping-horn, as, unless there is the space of 
three or four fingers between the pommel and the 
leg, the latter may be bruised, and the rider forced 
down too soon. 

In order to explain this movement, the teacher 
may proceed as follows : Placing himself -at the left 
side of the horse, he will ask the pupil to take the 



4 8 HAND-BOOK FOR HORSEWOMEN. 

reins in her left hand and put her right hand on the 
first pommel, with the thumb inside and the palm of 
the hand on the pommel ; he will then take her left 
foot in his left hand, in order to prevent her from 
pushing it forward, explaining that, by pressing on 
the stirrup, she will develop the obtuse angle formed 
by her leg, of which the knee is the apex ; whereas, 
if she pushes her foot forward, the angle will cease 
to exist, and she can not lift herself. With his right 
hand placed under her left arm, he will help her to 
lift herself perpendicularly; while she is in the air 
he will count one, will let her pause there for a short 
space of time, and will then help her to let herself 
slowly down, continuing the pressure on the stirrup, 
and, when she has regained her saddle, he will count 
two ; then he will recommence the movement of ris- 
ing, and will count three while she is in the air, and 
four when she is again seated ; and this may be 
continued until he sees that she is beginning to be 
tired. The foot must only be one third of its length 
in the stirrup; for, if it is pushed home, she will 
lose the play of the ankle, which will tend to stiffen 
the knee and hip. When the pupil begins to under- 
stand, the teacher will let her go through the move- 
ment rather more quickly, still counting one, two, 
three, four; then he will allow her to practice it 
without his help : all this preparatory work being 
done while the horse is standing still. It is impor- 
tant that she should not drop into her saddle, but 
let herself down by pressing on the stirrup ; and on 



THE ENGLISH TROT. 49 

no account should the right knee cease to be in con- 
tact with the second pommel, as this is the sole case 
in which the lower part of this leg is motionless while 
the upper part moves. As soon as the pupil can rise 
without too much effort, and tolerably quickly, she 
may practice it at the walk, and then at the trot, 
counting for herself, one, two, three, four; and she 
must put a certain amount of energy into it, for all 
the theory in the world will not teach her to rise in 
time with the horse unless she also helps herself. 
The theory of the rhythmical cadence is easy enough 
to give : the rider rises when the horse takes one 
step, and sinks back at the second, to rise again at 
the third ; but the cadence itself is not so easy to 
find ; and to rise at the wrong step is like beginning 
on the wrong beat of a waltz. Many young persons 
get into the bad habit of lowering the right knee 
when they rise, and lifting it when they regain their 
seat ; but this is a mistake, as the right knee should 
be immovable, and in constant contact with the sec- 
ond pommel. 

As soon as the pupil has struck the cadence (and, 
once found, it comes easily afterward), she should 
discontinue the use of her right hand on the pom- 
mel, and the teacher may be more exacting as to 
the regularity of her position than is necessary in 
her first efforts. During rising to the trot, the upper 
part of the body should be very slightly bent for- 
ward ; and, if the teacher notices that the pupil is 
rising from right to left, or left to right, instead of 



5 o HAND-BOOK FOR HORSEWOMEN. 

perpendicularly, he should make her put the fingers 
of her right hand on the top of her saddle behind, 
and thus give herself a little help in rising, until she 
gets used to it. Each time that the rider wishes to 
make her horse trot, she should sit close while he 
changes from a walk to a trot, and until he is trot- 
ting as fast as is necessary, because he does not 
arrive at that speed instantly, but by hurrying his 
steps, so that there is no regular cadence of the trot 
to which she can rise ; and she should follow the 
same rule when she makes him slacken his pace 
before coming to a walk. 

The teacher must be careful to see that the hands 
do not follow the movements of the body, as they 
must keep quite still, the arms moving at the elbow. 

There is not, nor can there be, any approximate 
calculation of the height to rise, as that depends 
entirely upon the gait of the horse. If he takes 
short steps, the rider must rise oftener, and conse- 
quently not so high; but, if he is long-gaited, she 
must rise high, in order not to get back into the 
saddle before he is ready to take his second step. 



CHAPTER III. 

Classes — Successive and individual movements — The gallop — 
Leaping — Suggestions for riding on the road. 

When the pupil has taken from ten to fifteen les- 
sons, she ought to be able to execute the movements 
she has studied with a certain degree of correctness, 
and to remain a full hour on horseback without fa- 
tigue ; and she should then, if possible, be placed in 
a class composed of not less than twelve nor more 
than twenty-four members. Children in a class 
should be of the same sex, and, as near as may be, 
of the same age and equestrian experience. It is 
not necessary that the class should meet every day ; 
it may come together one, two, or three times a week, 
under the guidance of the same teacher, and this 
need not prevent a pupil who is in it from coming to 
the school at other times to practice the various 
movements by herself. 

All concerned should do their best to have all 
the members of the class present, and the school 
should be kept clear of other riders during such 
classes. The presence of spectators is objectionable, 
particularly where there is a class of young girls. 



52 HAND-BOOK FOR HORSEWOMEN. 

Granted that they are the parents, for instance, of 
one or two of the pupils : to the rest they are stran- 
gers, who cause constraint, as the teacher is obliged 
to criticise, correct, and, in a word, instruct, in a 
loud voice, so that the observation made to one 
may serve as a suggestion to all. 

The difference of progress between classes and 
individual pupils is so great that one may calculate 
that, after one hundred private lessons, a pupil will 
not ride so well as if she had taken fifty lessons in 
class. In a class she is obliged to keep her horse at 
a certain distance from the others, and in his own 
place, and, in her turn, go through exercises directed 
by a will other than her own, while the constant 
repetition of principles by the teacher fixes them in 
her memory. On the other hand, the private pupil 
takes her time to make her horse go through a move- 
ment ; and, that movement once understood, there is 
no reason for the repetition of the explanations which 
can alone make the theory and principle of riding 
familiar. I am certainly not an advocate for theory 
without practice \ but I insist that a rider must know 
what she ought to do before she can do it really well, 
as all good results in riding are obtained by long 
practice, based on a rational theory. 

The teacher should choose out of his class the 
four most skillful pupils, whose horses are free and 
regular in their gaits, to serve as leaders, one at the 
head and one at the end of the two columns, which 
should be drawn up on the long sides of the school, 



MOVEMENTS IN FILE. 53 

each rider having a space of at least three feet be- 
tween the head of her horse and the tail of the one 
in front of her, the heads of the leaders' horses being 
about six feet from the corner of the school. While 
the columns are standing still, the teacher should 
explain distinctly the difference between distance and 
interval, and he had better be on foot at the end of 
the school, facing the columns. 

By " distance " is meant the space between the tail 
of one horse and the head of the next in the column. 

" Interval " is the space between two horses who 
are standing or going forward on parallel lines. 

All movements are executed singly or in file : in 
the first case each pupil goes through the movement, 
without regard to the others ; in the second, the 
pupils execute the movement in turn after the leaders 
of the column. 

A movement in file, once known, may be repeated 
individually, but only at a walk in the beginning, 
in order to insure attention. The columns should 
both be on the right hand; consequently the head 
of one will be opposite the end of the other as 
they are drawn up on their respective sides. First 
order: 

1 . Prepare to go forwa rd. — 2 . Go forward. 

When the final word of command is given, the pu- 
pils will advance simultaneously, each one using the 
same effects as if she were alone, and being careful 
to preserve the correct distance. 



54 HAND-BOOK FOR HORSEWOMEN. 

The two leaders should so regulate the gait of 
their horses as to pass the opposite corners of the 
school at the same moment, and this gait should be 
uniform. If a pupil loses her distance, she should 
regain it by making her horse walk faster ; but she 
should try to keep her place, as the whole column 
must quicken its pace when she does, and all suffer 
from the carelessness of one. 

When the columns are on the short sides of the 
school, the teacher should give the order : 

i. Prepare to halt j 
and when they are on the long side, 
2. Halt. 

When they are again going forward, always on 
the right hand, the order should be given : 
i. Prepare to turn to the right. — 2. Turn to the right. 

At the final order each pupil will turn to the right 
on her own account, and according to the rules al- 
ready prescribed ; at the end of this movement all 
will find themselves on parallel lines, and about 
twelve feet apart ; they should then turn the head 
somewhat to the right, in order to see that they are 
on the same line, and cross the width of the school 
in such a way that the columns will meet and pass 
each other in the middle. When they have reached 
the opposite side, they will turn to the right without 
further order, the leaders at the end of the column 
being now at its head. This movement should never 
be executed except at a walk. 



VOL TING IN FILE. 



55 



To replace the columns in their accustomed order, 
the teacher should have this movement executed a 
second time. When the columns are going forward 
on the right hand, the order will be given : 

i. Prepare to volte in file. 

In this movement the same principles and the 
same means are used as in a private lesson ; the 
leaders, however, describe a larger circle proportion- 
ate to the length of their columns, and at the end 
their horses' heads should be about three feet be- 
hind the tails of the last horses in their respective 
columns. The other pupils then, in turn, execute 
the movement upon the same ground as the leader. 
The leaders having moved two thirds down one of 
the long sides, the teacher will order : 

2. Volte in file ; 

and, when the columns are again going forward on 
the right hand, 

i. Prepare to half -volte in file. 

The leaders turn to the right, describe their half- 
circle, and go forward on a diagonal line ending just 
behind the last rider in the column ; once there, they 
turn to the left and fall into line, being duly followed 
by each pupil over the same ground. 

When the leaders are about eighteen feet from 
the corner of the school, the teacher will order : 

2. Half -volte in file. 



5 6 HAND-BOOK FOR HORSEWOMEN. 

The next order should be : 
i. Prepare for the reversed half -volte in file. 

The leaders must execute diagonals proportional 
to the lengths of their respective columns, in such a 
manner as will enable them to begin their half-circles 
when about thirty feet down the long sides, and 
thirty-five or forty feet before the turn or corner, 
followed in turn by the other pupils, as in the fore- 
going movements. 

As soon as the leaders are on the long sides, hav- 
ing passed the second corners, the teacher will order: 
2. Reversed half -volte i?i file. 

The columns being on the long sides, and on the 
right hand, the next order should be : 

i. Prepare to back. — 2. Back. 

And, to execute this movement correctly, each 
pupil will make her horse back as she would in a 
private lesson, being careful to keep in a line with 
her companions. 

When the class can execute these movements 
correctly at a walk, the teacher will allow them to 
be practiced at a trot, insisting, however, that the 
pupils shall stop rising as soon as the preparatory 
order is given, not to begin again until they have 
returned to the side of the school at the end of the 
movement. When there is a full class, it is better 
not to allow turns to the right or left to be attempted 
at a trot, as the riders may strike one another's knees 
in crossing. 



VOL TING SINGLY. 



57 



When these movements in file, at the walk and 
the trot, have given the pupils the habit of control- 
ling their horses with decision and regularity, the 
teacher should explain to them the difference be- 
tween these and individual movements. The col- 
umn being at a walk, and on the right hand, the 
teacher will say : 

i. Prepare to volte singly. 

Each pupil leaves the line at the same moment 
as the others, executes a circular line of twelve steps 
as in a private lesson, and takes her place in the line 
again. 

2. Volte singly. 

Next in order comes : 

i. Prepare to half -volte singly. 

This is done exactly as in a private lesson, the 
pupils taking care to do it in time with one another, 
in order to reach their places at the same moment. 
2. Half -volte singly. 
i. Prepare for the reversed half -volte singly. 
The pupils leave their places simultaneously by 
a diagonal line, and return to the same track ; but, 
on the other hand, by a circular line of six steps. 
2. Reversed half -volte singly. 
These movements are here given on the right 
hand ; but they may, of course, be done equally well 
on the left hand by reversing the terms. 

I recommend teachers not to keep their pupils 



5 8 HAND-BOOK FOR HORSEWOMEN. 

too long on the left hand, but to seize that oppor- 
tunity to rectify any incorrect positions of the feet. 

When the class can execute the foregoing move- 
ments correctly at the walk and the trot, the teacher 
may explain to them the canter or gallop. 

A horse is said to " lead " at a canter with his 
right foot when the lateral movement of his right 
foot is more marked than that of his left. This 
causes a reaction from left to right, which makes 
this lead easier for a lady, who sits on the left side, 
than that of the left foot, where the reaction is from 
right to left. When a horse who is leading with his 
right foot turns to the left, he must change his lead, 
and vice versd. 

To make her horse lead at a canter with his right 
foot, the rider 'must put her left leg very far back to 
act in opposition with her whip, which should make 
very light attacks, incline the upper part of her body 
forward, and lift her hands, without, however, draw- 
ing them nearer her body. When the horse has 
obeyed, she will resume the normal position for 
hands and body, renewing the pressure of her whip 
and leg from time to time to keep the gait regular. 
During the canter or gallop the right foot should be 
held well back, close to the saddle, without rigidity, 
and the rider should sit firm in her saddle, while al- 
lowing the upper part of her body to give freely to the 
motion of the horse, in order to neutralize any shock. 
To change his lead from right to left at a gallop, the 
horse pauses for an imperceptible space of time, im- 



THE GALLOP. 59 

mediately puts his left hind leg in front of his right, 
and, by the contraction of the muscles of his left leg, 
projects his body forward to the left, his equilibrium 
being again disturbed, but in a new direction ; to 
compensate which, his left fore leg comes at the first 
step to support the weight by putting itself before 
the right, which, until then, has been carrying it all. 

It requires 'a great deal of tact, the result of long 
practice, to make a horse change his feet when he is 
galloping in a straight line, and I therefore recom- 
mend teachers to proceed with their classes in the 
following manner : 

The column being at a gallop, each pupil should 
execute a half-volte in file, turning at the gallop, com- 
ing down to a trot on the diagonal, and resuming the 
gallop when she is on the opposite track and on the 
other hand. As the horse is galloping with his right 
foot, the rider will calculate the movement of his 
right shoulder by watching it without lowering her 
head, and, when she sees that shoulder move to put 
down the right leg, she must instantly change her 
effects of leg and whip, and lift her hands, the right 
rather more than the left, to support the horse while 
he pauses with his right shoulder, while an energetic 
action of her leg will make him bring his left hind 
leg under him and put it in front of the right; and, if 
she holds her left hand low, the left fore leg will be 
free to take its place in front of the right. Care 
must be taken not to throw a horse while he is 
changing his feet, that is to say, he must not be 



60 HAND-BOOK FOR HORSEWOMEN. 

turned suddenly to the right in order to be jerked 
suddenly to the left ; and, during the short time which 
it takes him to change his feet, the rider should sit 
close in order not to disturb him by a shifting 
weight. 

When the pupils can make their horses change 
their feet by changing their gait, they should be made 
to execute half-voltes and reversed half-voltes in file, 
at a gallop, without changing to a trot ; and, when 
they can do this, they may execute them individually, 
according to the rules already prescribed. 

I must again recommend great prudence, that 
accidents may be avoided, and plenty of pauses for 
rest, that the horses may not become discouraged. 

A lady's equestrian education can not be con- 
sidered complete until she can make her horse leap 
any obstacle which is reasonable, considering her age 
and experience and the capacity of her horse. When 
her seat has become flexible and firm at the walk, 
trot, and gallop, when she is mistress of her horse in 
changes of direction, of gait, and of feet, the teacher 
should allow her to leap a hurdle not less than two 
nor more than three feet high. 

The class being formed into a single column, 
close together, each rider should make an individual 
turn to the right on the long side of the school oppo- 
site where the hurdle is to be placed, as she can thus 
see for herself any faults which may be committed by 
her companions. Leaping should be practiced by the 
pupils one at a time, at a walk, a trot, and, finally, a 



LEAPING. 6l 

gallop. The class being drawn up in line, the teacher 
will proceed to explain to them the animal mechanism 
of the leap. 

If a horse is at a walk, and wishes to jump over 
an obstacle, he draws his hind legs under him to 
support his weight, pauses for an instant, then lifts 
his fore legs from the ground, thus throwing all his 
weight upon his hind legs ; whereupon, by a power- 
ful contraction of the muscles, these latter project 
his body forward and upward, and it describes a 
curve through the air, alighting on the fore legs, 
braced to receive the shock, the hind legs dropping 
on the ground in their turn, only to contract again 
sufficiently to form a forward motion. 

The pause before a leap is more noticeable at a 
walk than at a trot, and least of all at a gallop. The 
most favorable gait for leaping is what is known as 
a hand-gallop, which is an intermediate pace be- 
tween a riding-school canter and the full gallop of 
the race-track, as, while he is at this gait, the horse 
is impelled forward with his hind legs constantly 
under him. 

In order to aid and support her horse at a leap, 
the rider should bring him straight up to the obstacle 
at a slow and regular gait, and should put her own 
right foot very far back, that she may make her seat 
as firm as possible ; at the moment when he pauses 
she should lean back and lift both of her hands a 
little, in order to enter into the slight approach to 
rearing, without encouraging it too much ; then, as 



62 HAND-BOOK FOR HORSEWOMEN. 

soon as she feels the horse project himself forward, 
she must give her hand, straighten herself, and lean 
back as the horse goes over, lifting her wrists with 
energy as soon as he touches the ground. When he 
has begun the motion of rearing, a simultaneous action 
of the whip and leg will help to determine his leap. 

It may be noticed that I use the words " aid " 
and "support" instead of a make" and also that I 
indicate first the positions of the body, next of the 
hands, and last the effects of the leg and whip, to 
the end that the pupil may not be confused as to 
the very short time in which these latter may be 
rightly used. Before leaping, the teacher may allow 
the pupils to practice their positions in the following 
manner: 

He should make them count one, leaning the 
body and drawing the wrists backward ; two, the 
body and wrists forward ; three, the body and wrists 
backward again. This series, slow in the beginning, 
may be quickened little by little until it is as near as 
may be to the speed necessary in these movements 
during the short duration of a leap. 

When the pupils have gone through these mo- 
tions intelligently, the teacher will take his place in 
front and to the right of the hurdle, facing the wall. 
The hurdle should always be placed in the middle 
of one of the long sides ; and ladies prefer to jump 
on the left hand, in order to avoid touching the wall 
with their legs if the horse should go too near it. 
Notwithstanding this, if the horses are free jumpers, 



LEAPING. 63 

and the school well arranged, I prefer the right 
hand, because a fall to the right is then clear of the 
wall. This is a case in which an instructor must 
depend upon his own judgment. 

The teacher stands as I have indicated above, 
holding a whip with a long lash, not to strike the 
horses, but to prevent refusals. 

One after another the pupils should leave the 
line, and advance at a walk, until they get on 
the side of the school where the hurdle has been 
placed, when they will canter, but without any ex- 
citement ; and they will find it useful to count one, 
two, three, until the three movements of the body 
have become mechanical from practice. 

During the course of the more advanced lessons, 
it will still be useful to practice some flexions, in or- 
der to be sure that pupils keep supple. They should 
also learn to take the foot out of the stirrup at any 
gait, and replace it without stopping, and to rise at 
the trot, the foot being out of the stirrup, which is 
not so difficult as it appears. They should also be 
drilled to walk, trot, or gallop by twos and threes, to 
learn to accommodate their horses' gait to that of a 
companion. The teacher should be sure that, at the 
end of their lessons, the pupils can trot or gallop for 
at least a mile without stopping ; and, to gain this 
result, he must proceed by degrees, with the object 
of developing the lungs and giving a freer respira- 
tion. Nothing is more ridiculous than to see a 
rider, who has proposed a trot or canter to her com- 



64 HAND-BOOK FOR HORSEWOMEN. 

panion, obliged to pull up after a few steps, puffing 
and panting for breath. She is apt to ruin her own 
horse ; and gentlemen who have spirited animals are 
likely to avoid riding with her. Except in the pre- 
scribed effects of the whip and leg, there is no defi- 
nite position in which a lady is obliged to hold her 
whip, and she should learn to carry it as suits her 
best. She should be able to arrange her skirt while 
at a walk, without assistance, and also to shorten or 
lengthen her stirrup by the strap on the right side of 
the saddle, without taking her foot out. 

From the very beginning of the lessons the teach- 
er should suppress all the little chirpings and clack- 
ings of the tongue, which, however useful they may 
be to a coachman or a horse-trainer, are out of 
place in the mouth of a lady. I was once invited 
to accompany a lady in Central Park, in New York ; 
and, as I had been told that she rode very well, I 
did not hesitate to ride General, a noble animal, 
whose education in the haute e'cole I was just fin- 
ishing. We started. She managed her horse with 
her tongue as an effect on the right side, instead 
of using her whip. The consequence was, that 
my horse, hearing these appeals, and not knowing 
whether they were meant for him or not, remained 
at the passage all the way from the gate to the reser- 
voir, where I took it upon myself to beg her to do 
as she chose with her own horse, but to allow mine 
to be under my own control. 

I recommend not giving dainties to horses be- 



SUGGESTIONS FOR THE ROAD. 65 

fore mounting, unless they are allowed time to eat 
them. If a horse has a piece of sugar or apple in his 
mouth, the bit will be worse than useless ; it will 
irritate him, as he can not open his mouth without 
dropping the delicacy, and he can not swallow it if 
he gives his head properly. 

I have noticed that most gentlemen riding with 
ladies place themselves on the right side ; but this 
seems to me a mistake, where the rule of the road is 
to pass to the right, because it is the lady who pro- 
tects her companion, and not he who shields her. 
Besides, he takes the place where his horse is most 
likely to be quiet, as no one has the right to pass 
inside him. Still further, should the lady's horse 
become frightened, he will be seriously embarrassed 
on the right side, with the reins in his left hand ; 
and, if she should fall, what can he do ? He can 
only transfer his reins to the right hand, and en- 
deavor to push her into her saddle with his left; 
and, if they are going fast, this will not be easy. 

I may say here, that in ninety-five cases out of 
a hundred the lady falls to the right. If the gentle- 
man is riding on her left, he gives up to her the best 
place, and protects her legs ; she can use her whip 
more freely; he has the use of his right hand to 
stop or quiet her horse ; he can arrange her skirt, 
should she need his help ; if she falls, he has but to 
seize her left arm, and draw her toward him, cal- 
culating the strength which he employs, and he may 
even lift her from the saddle. 
5 



CHAPTER IV. 

Resistances of the horse. 

In all the best riding-schools of Europe two posts 
are firmly fixed into the ground, parallel with and 
about twenty paces from one of the short sides of 
the school. These are called pillars, and between 
them is fastened a horse who is trained to rear or to 
kick at command, in order that the teacher may ex- 
plain to his pupils what they must do when they 
encounter one or other of these resistances. These 
pillars are almost unknown in riding-schools in this 
country, and the reason of their absence may be 
found, I think, in the moral qualities of the Ameri- 
can horse, which are really astonishing when looked 
at from the point of view of animal character. 

A teacher should, however, give his pupils some 
instructions about the most common tricks or vices 
of the horse, which are usually only defensive action 
on his part. Before any active form of resistance, 
the horse always makes a well-marked pause ; for 
instance, in order to rear, he stops his motion for- 
ward, draws his hind legs under him, throws his 
weight on them, and lifts his fore legs from the 



RESISTANCES OF THE HORSE. 67 

ground, holding his head high. When he is almost 
upright on his hind legs, he stands for a longer or 
shorter time, moving his fore feet as if beating the 
air, and then either comes down to earth again or 
falls backward, which is acknowledged to be the 
most dangerous thing which can happen on horse- 
back. If the rider feels that her horse is on the 
point of going over with her, she must instantly slip 
her foot out of the stirrup, loosen the hold of her leg 
on the pommel, and lean as far to the right as she 
can, turning her body to the left in order to fall on 
the right of the horse, who almost always falls to the 
left, and, as soon as she is on the ground, she must 
scramble away from her horse as quickly as possible. 

The best way of preventing a horse from rearing 
is not allowing him to stop ; and, if it should be too 
late or too difficult to manage this, all effects of the 
hands should stop at once, and the rider should 
attack his right flank with her whip vigorously. If 
a horse rears habitually, he should be got rid of. 

In order to kick, on the contrary, the horse braces 
himself with his fore legs, lifting his hind quarters by 
a contraction of his hind legs ; and, when his croup 
is in the air, he kicks as hard as he can with his hind 
legs, and brings them suddenly to the ground again, 
holding his head low and sticking out his neck mean- 
while. 

An inexperienced rider may be frightened by the 
shock of this movement, which is very disagreeable, 
besides being dangerous to people behind ; but, with 



6S HAND-BOOK FOR HORSEWOMEN. 

calm presence of mind and a little energy, this trick 
may be fought without too much annoyance. In 
this case also the great thing is to hinder the horse 
from stopping, by keeping his head up; and, if, in 
spite of the rider, he gets it down and his legs braced 
in front of him, she should lean very far back and 
strike one or two vigorous blows with her whip on 
the lower part of the neck where it joins the chest, 
trying at the same time to lift the head with the reins. 

Some teachers recommend using the whip on the 
flank, as in rearing, and I usually do this myself; 
but I have always noticed that the horse kicks again 
at least once while going forward ; so I do not recom- 
mend this for a lady. 

In bucking, the horse puts his head down, stiffens 
his fore legs, draws his hind legs somewhat under 
him, and jumps forward, coming down on all four 
feet at once, and jumping again almost immediately. 

Without being particularly dangerous, this vice is 
very unpleasant, as it jars the rider terribly. To neu- 
tralize the shock, therefore, as much as she can, she 
must sit very far back, lean her body back, lift her 
hands vigorously, and try to make her horse go for- 
ward and slightly to the right. 

When a horse refuses to slacken his pace, or to 
stop when his rider wishes it, he is running away 
with her, and he does this progressively — that is, if he 
is at a walk he will not stop when he feels the bit, but 
shakes his head, quickens his pace to a trot, throws 
his head into the air, or holds it down, bearing against 



RESISTANCES OF THE HORSE. 69 

the bit, breaks into a gallop, and goes faster and 
faster until he is at full speed ; and, once arrived at 
this point, he is quite capable of running straight into 
a wall or jumping over a precipice. 

Some high authorities maintain that this state of 
the horse is one of temporary insanity ; and this the- 
ory is admissible in certain cases where, when the ani- 
mal is stopped, the nostrils are found to be very red 
and the eyes bloodshot ; but, in most cases, horses 
run away through sudden fright, or from fear of pun- 
ishment, or because they are in pain from one cause 
or another. When a horse is subject to this fault, 
his rider should give him to a man, either a skilled 
amateur or a professional rider, as I have seen very 
few ladies who could undertake the proper treatment 
without danger. 

Such a horse being put into my hands for train- 
ing, I take him to some place where the footing is 
good and where he can have plenty of space, which 
means plenty of time for me ; and, once there, I pro- 
voke him to run away, in order that I may find out 
why he does so. If he fights against my hand, shuts 
his mouth, or throws his head in the air, as soon as he 
has stopped I carefully examine his mouth, his throat, 
his breathing, his sight, his loins, and his houghs. 
Sometimes the mouth is without saliva, the lips are 
rough and irritated, the bars are dry, bruised, and 
even cut ; and in that case I try to see whether the 
bad habit does not come from severe bitting, or too 
tight a curb-chain, or perhaps the teeth may be in 



7 o 



HAND-BOOK FOR HORSEWOMEN. 



bad order. A few flexions of the jaw and neck will 
tell me at once if the mouth is the cause of the 
trouble ; but I must make sure that this bad state of 
the mouth is the cause, and not the consequence. 

The sight of a horse is often defective ; the sun 
in his eyes dazzles and frightens him ; or else a de- 
fective lens makes objects appear larger to him than 
they really are ; or he may be near-sighted, and con- 
sequently nervous about what he can not see ; and 
a moving bird, or a bit of floating paper, is enough 
to make him bolt. 

Sometimes the throat is sore inside, and then the 
horse suffers from the effect of the bit on the ex- 
tremity of his neck when he gives his head. Bolting 
is often caused by suffering in some internal organ ; 
and in that case the breathing is apt to be op- 
pressed. 

But in seven cases out of ten the cause of a 
horse's running away is to be found in his hind 
quarters. The loins are too long, weak, and ill-at- 
tached, so that when he carries a heavy weight the 
spinal column feels an insupportable pain. What 
man would not become mad if he were forced to 
walk, trot, and gallop, carrying a weight which caused 
him frightful suffering ? The remembrance of an 
old wound made by the saddle is sometimes enough 
to cause a nervous and sensitive animal to bolt. The 
legs are sometimes beginning to throw out curbs or 
spavins, or they may be too straight and narrow, 
lacking the strength necessary to carry the horse at 



RESISTANCES OF THE HORSE. 71 

a regular gait ; so he suffers, loses his head, and runs 
away. 

We will suppose the horse to be well-propor- 
tioned, with his sight and organs in a normal con- 
dition, his mouth only being hurt as a consequence, 
not as a cause. I change the bit, and substitute an 
easier one, treating the mouth meanwhile with salt, 
or alum, or marsh-mallow ; and yet my horse still runs 
away. In that case it is from one of two reasons : 
either it is from memory and as a habit, or else it is 
the result of ill-temper. If the former, I take him 
to some spot where I can have plenty of space and 
time, preferably a sea-beach with soft sand, or a large 
ploughed field ; and there I let him go, stopping when 
he stops, and then making him go on again, and in 
this way he soon learns that submission is the easiest 
way for him. If he should be really ill-tempered, 
I would mount him in the same place with sharp 
spurs and a good whip, and before long his moral 
condition would be much more satisfactory. 

But often a horse takes fright and runs away when 
one least expects it. Allow me to say that nothing 
which a horse can do should ever be unexpected. 
On horseback one should be ready for emergencies ; 
and the best way to avoid them is to prevent the 
horse from a dangerous initiative. Besides, the 
horse does not get to his full speed at once ; and, if 
the rider keeps calm, she will probably be able to 
master him before he reaches it. But, if, in spite of 
herself her horse is running at a frightful pace, what 



7 2 HAND-BOOK FOR HORSEWOMEN. 

should be done ? In the first place, she must try to see 
that he does not slip and fall ; and, in any case, she 
should take her foot out of the stirrup, let her whip 
drop if necessary, choose at once a straight line, if 
that be possible, and give to her horse with hands 
and leg, calming him with the voice, and speaking 
loud, in order that it may reach his ear. She should 
endeavor to remain calm, and to take long breaths ; 
then, when his first rush is over, she should lift her 
wrists, holding the reins short, lean very far back, 
and saw his mouth vigorously with the bridle, two 
reins being in either hand. " Sawing " is the suc- 
cessive action of the two hands acting separately 
on the mouth of the horse, and, by pulling his head 
from side to side, it throws him out of his stride and 
checks his speed. I can not say too often that it is 
easier to prevent a horse from running away than it 
is to stop him when he is once fairly off. 

It would be very difficult to foresee all the pos- 
sible defensive actions of the horse and the means 
of counteracting them ; but, as the rider gains expe- 
rience, she will get to recognize these actions from 
the outset, and counteract them so naturally that 
she will scarcely think about it. To a good rider 
there is no such thing as a restive horse. The ani- 
mal either knows what to do, or he does not. If he 
knows, the rider, by the power of her effects, forces 
the horse to obey; if he does not know, the rider 
trains him. If a horse resists, there is always a 
cause; and that cause should be sought and de- 



RESISTANCES OF THE HORSE. 



73 



stroyed, after which the horse will ask no better than 
to behave himself. 

If a horse fidgets and frets to get back to the 
stable (which is a common and annoying trick), he 
should be turned round and walked for a moment 
or two in an opposite direction, away from home, 
and in a fortnight he will have lost the bad habit. 

Horses often have a trick of fighting the hand by 
running out their heads and trying to pull the reins 
through the fingers of their riders. This comes from 
stiffness in the hind quarters, and will stop as soon 
as the horse has been taught, by progressive flexions, 
to keep his hind legs under him. 

A timid horse may always be reassured and quieted 
by a persevering rider, provided his sight is not bad ; 
and he should never be punished for shying, as that 
comes from fright ; he should be allowed time to get 
used to the sight or sound of a terrifying object, and, 
when he is convinced that it will not hurt him, he 
will disregard it in future, as, although timid, he is 
not a coward. For instance : if a horse shies at a 
gnarled stump in a country lane, his rider should 
stop and let him come slowly up to it, which he will 
do with every appearance of fear. She should cheer 
him with her voice, and caress him with her hand ; 
and, when once he has come near enough to smell 
the dreaded shape, he will give a contemptuous sniff, 
and never notice it after. 

If a horse should fall with his rider, she should 
at once slip her foot out of the stirrup, lift her right 



74 



HAND-BOOK FOR HORSEWOMEN. 



leg over the pommel, and turn her body quickly to 
the left. If the horse falls to the right, she will fall 
on him, which will deaden the shock, and, as his legs 
will be on the left, she can get away from his feet 
easily ; if he falls to the left, she must try to let her 
head fall to the right, and, if she has time, she will 
attempt to fall to the left, on her knees, and must 
get away from the horse on her hands and knees 
with all speed. 

If she should be thrown from her saddle, she 
must not stiffen herself, and must keep her head as 
high as possible. 

CONCLUSION. 

Before closing this slight treatise, I would most 
respectfully say a parting word to the ladies for 
whose use I have prepared it. 

The principle of the proper control of a horse by 
a lady may be thus roughly summed up : Keep him 
well under your control, but also keep him going 
forward; carry him forward with the pressure of 
your left leg and with the whip, which must take 
the place of the right leg. Never let a horse take a 
step at his own will ; and, as soon as he shows the first 
sign of resistance, try to counteract it. Great care 
and tact must be used to avoid sudden changes of 
gait, which irritate a horse by throwing him off his 
balance and measure ; and he should never be teased 
with the whip and spur in order that he may prance 
and fidget, for such foolishness on horseback proves 



CONCLUSION. 7 5 

nothing, and is only fit to amuse ignorant spec- 
tators. 

Be prudent ; accidents always happen too soon. 
Be calm, if you wish your horse to be so. Be just, 
and he will submit to your will. Remember that, in 
riding, the greatest beauty consists in being simple 
in your means of control ; do not appear to be always 
occupied with your horse, for you and he should 
seem to have the same will. 

Do not read or study one method only ; there is 
good to be found in all. 



THE END. 



Hygiene for Girls 

By IREN-ffiUS P. DAVIS, M. D. 



18mo. Cloth, $1.25. 



" Many a woman whose childhood was bright with promise endures 
an after-life of misery because, through a false delicacy, she remained 
ignorant of her physical nature and requirements, although on all other 
subjects she may be well-informed ; and so at length she goes to her 
grave mourning the hard fate that has made existence a burden, and 
perhaps wondering to what end she was born, when a little knowledge 
at the proper time would have shown her how to easily avoid those 
evils that have made her life a wretched failure."— From Introduction. 

"A very useful book for parents who have daughters is 'Hygiene 
for Girls,' by Irenseus P. Davis, M. D., published by D. Appleton & Co. 
And it is just the book for an intelligent, well-instructed girl to read 
with care. It is not a text-book, nor does it bristle with technical 
terms. But it tells in simple language just what girls should do and 
not to do to preserve the health and strength, to realize the joys, and 
prepare for the duties of a woman's lot. It is written with a delicacy, 
too, which a mother could hardly surpass in talking with her daugh- 
ter."— Christian at Work. 

" If the reader is a father, and ha»s a daughter of suitable age, let 
him place this volume in her hands with an earnest and affectionate 
charge to read it through deliberately, with much thought and self-ex- 
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together with her these chapters, with such comments and direct 
application of its teachings, and such instructions and tender entrea- 
ties coming of personal experience and observation, as are befitting 
only the sacred confidences of mother and daughter. It is the most 
sensible book on the subject treated we have ever read— simple and 
intelligible, the language always fitting and delicate in treating sub- 
jects requiring judgment and discretion, and pervaded with such a 
parental and solicitous kindness that it can not fail to win the atten- 
tion and confidence of every young woman." 



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